Banca de QUALIFICAÇÃO: MÉRCIA ISABEL DA SILVA LIMA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MÉRCIA ISABEL DA SILVA LIMA
DATE: 05/12/2023
TIME: 14:00
LOCAL: FALE/UFAL (Banca online)
TITLE:

TEACHING-LEARNING THE SPANISH LANGUAGE IN A SCHOOL

PÚBLICA DE MACEIÓ: AN ACTION RESEARCH AROUND THE PRACTICES OF

CRITICAL LITERACY AND DECOLONIALITY

KEY WORDS:

Decoloniality. Critical Literacy. Spanish language. Action research

PAGES: 95
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Teoria e Análise Lingüística
SUMMARY:

The Spanish language teaching as an additional language, grounded on the perspectives of critical literacy and decoloniality can contribute to the critical, reflective, questioning, and citizenship education of students. In this sense, through this work, I aimed to analyze my experiences as a teacher/researcher and the experiences of my students in relation to the teaching and learning of the Spanish language in a public school in the city of Maceió-AL, focusing on critical literacy practices. and decoloniality. To this end, I listed the following specific objectives: a) identify students' perceptions and engagement with critical literacy practices in Spanish classes; b) reflect on my experiences and the challenges faced in incorporating critical literacy and decolonial approaches into Spanish language teaching; c) verify to what extent working with critical literacy and decoloniality contributed to the critical-reflective transformation of students; d) evaluate my perceptions and experiences, as a teacher/researcher, regarding the Spanish language teaching-learning process from a decolonial perspective. The research is situated within the field of Applied Linguistics (MOITA LOPES, 2006) and theoretically based on the perspective of Critical Literacy (LANKSHEAR; KNOBEL, 1998; SANTOS; IFA, 2013; JANKS, 2010; MENICONI, among others) and decolonial studies ( QUIJANO 2005; LANDER, 2005; GROSFOGUEL, 2007; MIGNOLO, 2005; among others). The methodology adopted was intervention-based action research (THIOLLENT, 1986). Through this approach, it was possible to identify the issues present in the studied reality and, consequently, to promote activities that would contribute to a transformation. The data collection instruments were: (1) a questionnaire, (2) interviews with participating students, (3) field diary, (4) classes recordings and (5) written productions from the research collaborators. The partial results reveal that critical literacy and the decolonial perspective played a significant role, since students presented a more critical understanding, through language, of the reality that surrounds them, showing, for example, questioning practices about the dominant discourses that permeate themes such as: racism, beauty standards, gender identity, among others, subverting and deconstructing patterns, from Spanish language classes, of structures imposed on subjects who, historically, have been on the margins of society. Furthermore, regarding my experiences as a teacher/researcher, it becomes evident that the adoption of a decolonial pedagogy has contributed to the redefinition of my practices in the classroom, leading me to a political and social teaching practice expressed by critical interculturality and an defiant stance towards what coloniality imposes.

COMMITTEE MEMBERS:
Presidente - 1756862 - FLAVIA COLEN MENICONI
Interno(a) - 3145736 - DEBORA RAQUEL HETTWER MASSMANN
Interno(a) - 1631608 - SERGIO IFA
Externo(a) à Instituição - LEINA CLÁUDIA VIANA JUCÁ - UFMG